The Complexity of Professional Integration: An Investigation of Newly Arrived Teachers' Initial Process of Establishing Themselves as Teachers in Sweden

Autor/inn/en	Bengtsson, Anki; Mickwitz, Larissa
Titel	The Complexity of Professional Integration: An Investigation of Newly Arrived Teachers' Initial Process of Establishing Themselves as Teachers in Sweden
Quelle	In: European Educational Research Journal, 21 (2022) 2, S.214-229 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bengtsson, Anki) ORCID (Mickwitz, Larissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211009421
Schlagwörter	Beginning Teachers; Adjustment (to Environment); Socialization; Foreign Countries; Immigrants; Foreign Nationals; Alternative Teacher Certification; Teacher Attitudes; Swedish; Second Language Learning; Communication Skills; Student Centered Learning; Teacher Role; Professional Recognition; School Culture; Cultural Differences; Sweden; Syria + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Socialisation; Sozialisation; Ausland; Immigrant; Immigrantin; Immigranten; Ausländer; Ausländerin; Lehrerverhalten; Schwedisch; Zweitsprachenerwerb; Kommunikationsstil; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; Schulkultur; Schulleben; Kultureller Unterschied; Schweden; Syrien
Abstract	This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01